Integrating Entrepreneurial Practice in Contextual Learning of Biotechnology for Senior High School Students
This research aimed to describe the implementation of entrepreneurial practice integrated in Contextual Teaching and Learning (CTL) and its impact on the conceptual test score and total motivation scale of senior high-school students toward biotechnology learning in two classrooms that were treated with randomized pretest-posttest control group design. Participants were 58 students who have non significantly different background scores in biology. They were divided in two groups and randomly picked up for a control and an experiment classes (group). The CTL pillars were applied for both classes but in the experimental class students experienced doing simple research in market demand-supply for existing-traditional biotechnology goods. They modified them and calculated of the production cost, selling new goods and took risk to return loan and experienced in gain profit and lost. Then after intervention, conceptual test score and total motivation scale increased significantly in both classes but students at the experimental class where entrepreneurial practice as part of their experience have higher conceptual test score and total motivation scale than their peers in control class treated with CTL only. Statistically, t-test methods confirmed that those data are significantly different at confident level of p ≤ 0.05. There is a moderate positive correlation (r2 = 0.369) between conceptual score test and total motivation scale. Neither has it correlation between entrepreneurial attitude scale and total motivation scale of the students in both groups, nor has it correlation between entrepreneurial attitudes and conceptual test score.